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Low-Cost Private Schools Knowledge Framework

Low-Cost Private Schools Knowledge Framework. Research methodology template. Low-Cost Private Schools Knowledge Framework. School Model: Quality Education. 1 Content Standards Curriculum Relevance. 3 Learning Environment Facilities Learning schedule Classroom environment.

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Low-Cost Private Schools Knowledge Framework

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  1. Low-Cost Private Schools Knowledge Framework Research methodology template

  2. Low-Cost Private Schools Knowledge Framework School Model: Quality Education • 1 Content • Standards • Curriculum • Relevance • 3 Learning Environment • Facilities • Learning schedule • Classroom environment • 2 Provision • Teaching and materials • Textbooks • Technology • 4 Human Capital • Teacher and school leader recruitment • Development • Retention • 6 Management • Central management • Strategy • School chain structure • Power devolution • Corporate governance • Accountability processes • 5 Monitoring • Measuring progress • Data usage • Reporting to parents

  3. Low-Cost Private Schools Knowledge Framework | School model 1. CONTENT • 1A Standards • How are academic standards set? • If government standards are followed, does the chain aim to enhance those standards in any way? • Do teachers understand that they are following standards? • How often are standards changed? • Who is responsible for setting standards? Do they fully understand how standards affect learner outcomes? • 1C Relevance • Are the subjects relevant? • Is the content tailored to the local community? • Does the content prepare students to be positive contributors to society? • Is there a leadership programme for students that is relative to their experience in the community? • Are teachers free to use real-world activities and material in their instruction? • 1B Curriculum • How is the curriculum set? • What curriculum is used in the schools? Is the curriculum appropriate for the students' capabilities? • Do the teachers follow the curriculum and finish the year on schedule? • How close is the teacher to the plan for the curriculum?

  4. Low-Cost Private Schools Knowledge Framework | School model 2. PROVISION • 2A Teaching and Materials • What teaching aids are available for teachers (eg. teacher guides, standard lesson plans)? • Are any innovative classroom teaching techniques used? Do teachers display positive classroom management techniques (for example, do they avoid corporal punishment)? • Is there evidence of varied, engaging, pedagogical approaches? Is there a feedback loop? • Are there wall charts and other instructional materials on display? • Are there manipulables for younger students? • Do students enjoy school? • Do students ask questions and actively participate? • Are students empowered? Do they show confidence? • Is there a positive culture amongst the students? • 2B Textbooks • What is the quality of the textbooks? • How were the textbooks chosen? • Are the textbooks self-published by the chain? Are they purchased locally? • Are there any issues with procuring the textbooks (such as distribution delays)? • Do teachers use the textbooks to create lesson plans? • Do students use the textbooks during class? • Can students take the textbooks home? • 2C Technology • Are learning technologies used in the classroom? • Is there a media lab? Have teachers been trained to use the lab? • Does the school leader use technology to help manage the school? Is this just for administration?

  5. Low-Cost Private Schools Knowledge Framework | School model 3. LEARNING ENVIRONMENT • 3A Facilities • Are there basic facilities (eg. drinking water, electricity)? • Are there separate bathrooms for girls and boys? • Are other facilities available, such as a computer lab? • What is the quality of school infrastructure? • Are there adequate security arrangements? • Can the classrooms adequately accommodate all enrolled students? • Do all schools look similar across the chain? • Is there a maintenance plan and schedule? • 3C Classroom structure • Are classrooms structured by single age or single grade? • What is the seating arrangement? Is there the opportunity for children to work in groups? • Is the noise level from adjoining classes disruptive? • Is there adequate natural light and ventilation? • Are the classrooms crowded? • 3B Learning schedule • How is the school schedule set? How does the day break down hour by hour? Is there time for teacher development and discussion? • How many lessons are held each day? Are the lessons the right length? • Are learning schedules determined for each student? • Is the length of the school day appropriate by age? • How many days of the year is the school open? How does this compare to other schools?

  6. Low-Cost Private Schools Knowledge Framework | School model 4. HUMAN CAPITAL • 4A Teacher recruitment • Are teachers found locally? • Are there many higher-paying alternatives for teachers? • Do several capable, motivated teaching candidates apply for each position? • Are there formal criteria used to select teachers? Are they written down? • How long does initial teacher training last? What is the quality of this training? • Are teachers inducted into the school? Does this process prepare teachers adequately for their first day? • 4B Teacher development & retention • Are teachers continuously developed individually and collectively? • Is teacher performance managed appropriately? Are there incentives? • Is it clear that teacher training has an impact on student learning? • Does the school schedule allow for collective teacher development? • Do teachers enjoy their jobs? • Are teachers excited by their development trajectory? • Is there a low teacher turnover? • 4C School leaders • Are school leaders recruited by merit? • Are school leaders trained and developed effectively? • Does school leader training prepare them for both educational and administrative duties? Is there a distinct manual? • Is there a sound plan for succession and talent development? Do school leaders exchange best practice with other leaders? With teachers? • Are school leaders evaluated in a way that improves their ability? Are school leaders changed when necessary? • Is teacher turnover low? Is it managed effectively?

  7. Low-Cost Private Schools Knowledge Framework | School model 5. MONITORING • 5A Measuring progress • How is progress measured? • Are there both formative and summative assessments? • What data and tools are used to track each student’s progress? • What is the student success rate? • What action is taken when children fall behind? • How actively involved are parents? • How are gifted children handled? • 5B Data usage • How is data collected, verified and fed back to staff? • What data and tools are used to track each student’s progress? • Does central management gather and store information? • Does central management have mechanisms in place to make sense of data? • Is data processed and the findings reported back to all stakeholders? • How detailed is the data gathered? For instance, are individual text answers gathered by student? • 5C Reporting to parents • How is student progress reported to parents? • Do parents receive a report card for all terms? • Do teachers discuss progress with parents? Do school leaders? • Is there an active parent-teacher programme in place? • How often is progress reported to parents?

  8. Low-Cost Private Schools Knowledge Framework | School model 6. MANAGEMENT • 6A Central mgmt & power devolution • Is the school chain managed centrally? Are decisions made by the appropriate department? • What quality is the management team? Do staff have experience/ expertise? Are they dedicated? • Is knowledge captured and shared? • Are there performance management routines? Is consistency maintained? • Are the LCPS chain owners involved appropriately? Do they share decision-making with their staff? • Are decisions made centrally, by the school leader, by teachers, or by students? • Are there clear, transparent, written down policies on authority limits? • Can teachers deviate from prepared teaching manuals? • Are their ways for parents to be involved in decision-making? • Are students allowed to make decisions about their learning? • 6B School chain structure & strategy • What does the school hierarchy look like? Are there small groups of schools in clusters? • Is there a strong strategic direction? How is it determined? • Does central management agree on the strategy? • Is there room to revise the plan? • 6C Accountability & corporate governance • How is the LCPS chain leadership managed? • Who provides governance? • What governance structure is in place? • Is governance transparent? • Is there long-term interest? • Is technology used to drive consistency and accountability?

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